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Author(s):
Editorial Board.
Page No : 53-54
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COVER
Abstract
Cover page, Vol. 7, No. 2, 2015, SPVK/EPMQ
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Author(s):
Editorial Board.
Page No : 55-55
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CONTENTS
Abstract
Contents page, Vol. 7, No. 2, 2015, SPVK/EPMQ
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Author(s):
Vincentas Lamanauskas.
Page No : 56-58
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SCIENCE AND TECHNOLOGY EDUCATION DEVELOPMENT: SOME FEATURES
Abstract
The perspectives of the improvement of natural science and technology education remains actual at all levels of an education system. Rapid development of science and technologies creates new challenges for an education system. Undoubtedly, natural science and technology education is a major factor of economic development of society. Deep concern is created by that fact that in some countries the tendency of decrease in the interest of youth to science in general is observed. It is obvious that it is necessary to reconsider the existing strategies of natural science and technology education. In this regard it is important to develop qualitatively new strategies and techniques of teaching and learning. A key task, there is a development of professional competences of science teachers, systemic improvement of teacher education in universities.
Two important events are briefly presented in this editorial. The first Baltic Symposium on science and technology education was organized in Lithuania in June 2015. During the symposium participants shared experience, presented the latest scientific researches, and also examined some perspectives of natural science and technology education in the Baltic States. The second event is scientific methodical conference “Natural Science Education in a Comprehensive School” which is focused on school practice. It was organized in the Veisiejai gymnasium in April 2015. The presented scientific events undoubtedly have an influence on a development of science and technology education in general.
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Author(s):
Chukwuemeka B. Okafor , Samson O. Chukwuedo.
Page No : 59-70
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THE PLACE OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING (TVET) IN SCIENCE, TECHNOLOGY AND INNOVATION (STI) POLICY: THE NEED FOR POLICY REFORMATION IN NIGERIA
Abstract
Educational policy is a fundamental document that guides the smooth running of any educational programme. If not properly planned, prepared and implemented, such education programme can be run haphazardly without any beneficial outcome. Any policy document that cannot be applied in any educational programme may be described as inadequate. A science or technology based policy should not consider only the advanced level technology in Nigeria but also integrate the lower or indigenous level technology; hence STI policy should not neglect the TVET indigenous technologies since TVET is seen as programme to promote skill acquisition for indigenous and advanced technology in any nation. This study, therefore, investigated the place of TVET programmes in STI policy in Nigeria. The study determined that the place of TVET in STI policy may be described as illusion, mirage or not comprehensive to the public because the policy formulation and implementation appears to neglect the adoption of low level indigenous TVET technologies in Nigeria which an average Nigerian benefits from. Theories and philosophical dicta were presented with respect to policy advocacy for TVET programmes in Nigeria. The place of TVET in STI policy is undefined in Nigeria, hence the need to properly integrate TVET section in STI policy or formulate an independent TVET policy. It is, therefore, recommended that applicable societal values in technology should be considered in STI policy for the realization of the Nigerian vision 20:2020. The STI policy making and implementation process should embrace 90% of the experts in the fields of science, technology, technical and engineering education, else the need for alternative policy for TVET programmes in Nigeria.
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Author(s):
Natia Vacheishvili.
Page No : 71-82
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COOPERATIVE LEARNING AS A DEMOCRATIC AWARENESS METHOD IN VALUE EDUCATION
Abstract
School promotes the moral-cognitive development of the individual and creates the democratic competence of society as a whole. Cooperative learning is a technique for teaching democratic processes through direct experiences. One of the main aims of the comprehensive educational reform in Georgia is to contribute to the democratic development of the country and its future for European integration. The National Plan of Public Schools stated new concepts to moderate educational standards. In various countries cooperative learning has become a widely used instructional procedure in all subject areas. There has never been a research of the effectiveness of cooperative learning at schools in Georgia. This research explores the role of cooperative learning for awareness of democratic values such as self-esteem, responsibility and interdependence. 551 eighth grade students from 16 different classrooms participated in the research. The classrooms were selected randomly as the experimental group and the control group. In the experimental group cooperative learning was employed, while in the control group traditional lecture-based teaching. The subjects were chosen randomly, Chemistry and Georgian language. The experiment was completed within a three term period. For conducting survey there were used some instruments for each variable: Rosenberg’s Self-Esteem Questionnaire and Janis-Field Feeling of Inadequacy scale; The Intellectual Achievement Responsibility (IAR) Questionnaire; Relational-Interdependent Self-Construal (RISC) Test; The Scientific Attitude (SAI) Inventory. As an experiment shows, results vary significantly between cooperative learning and traditional group. Results demonstrated that cooperative learning increased students’ performance in both subjects and students scored significantly higher on all variables such as self-esteem, responsibility and interdependence, hence cooperative learning has a positive effect on value teaching.
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Author(s):
Rita Makarskaitė-Petkevičienė.
Page No : 83-90
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THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES
Abstract
The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education.
The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development.
It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education.
The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education.
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Author(s):
Editorial Board.
Page No : 95-96
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END
Abstract
End page, Vol. 7, No. 2, 2015, SPVK/EPMQ
